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Teaching Strategies for Inclusive Classrooms Part 3: Reciprocal Teaching

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Title: Teaching Strategies for Inclusive Classrooms Part 3: Reciprocal Teaching


1
TeachingStrategies forInclusive Classrooms
Part 3 Reciprocal Teaching
Teaching Strategies for Inclusive Classrooms,
Part 3 Reciprocal Teaching Accessed from Te Kete
Ipurangi Special Education The Three Rs of
Diversity http//www.tki.org.nz/r/specialed/dive
rsity/develop/stage2-profdev_e.php
2
Background
  • Interactive teaching strategy developed to
    improve comprehension skills
  • Approach pioneered by Palincsar and Brown, USA
    1980s
  • NZ implementation of approach 1980s, 1990s, for
    example, Dennis Moore, University of Auckland
    video Reciprocal Teaching extending reading
    strategies (by Shereen Maloney, for the Ministry
    of Education, 1993).

3
Definition
  • A method of teaching students to read for meaning
    and to monitor their own understanding
  • Involves a teacher and a group of students taking
    turns to lead a dialogue concerning a text

4
Rationale
  • Based on theory and research regarding
  • metacognitive strategy instruction (teaching
    students with difficulties how to learn)
  • scaffolded instruction (providing support to
    students in interactive social learning contexts)

5
Rationalecontinued ...
  • As students move through school the curriculum
    becomes increasingly dependent on use of text
  • Difficulties in comprehension affect progress in
    almost all areas of learning
  • Skills often not taught, some students will not
    acquire them without help

6
Reciprocal teaching suitable for
  • students who are competent decoders but poor
    comprehenders
  • reading instruction, theme work upper primary
    level
  • remedial reading instruction, reading in all
    subjects secondary level
  • all students challenging non-fictional material

7
Comprehension strategies
  • Dialogue between teacher and students structured
    by use of four key strategies which increase the
    student's active involvement with the text
  • summarising
  • questioning
  • clarifying
  • predicting

8
Strategiescontinued ...
  • Summarising
  • identifying and stating most important
    information
  • move from sentences paragraphs whole passages
  • Question generating
  • formulating question about passage of text
  • reinforces summarising/search for key idea

9
Strategiescontinued ...
  • Clarifying
  • seeking clarification about difficult content,
    for example, unusual vocab, difficult
    structures/concepts
  • encourages searching for meaning
  • Predicting
  • hypothesising about what will come next
  • activates background knowledge

10
Video
  • Reciprocal Teaching
  • Extending Reading Strategies
  • Learning Media 1993

11
Procedures
  • Teacher asks students to read portion of text
    (instructional reading level)
  • When passage read teacher models comprehension
    strategies
  • summarises content
  • asks a question
  • discusses and clarifies any difficulties
  • makes a prediction about future content

12
Procedurescontinued ...
  • Teacher selects next teacher who repeats
    sequence
  • Students take turns assuming teacher role
  • Once practised students can do independently,
    teacher can monitor and provide feedback
  • Can incorporate other co-operative learning
    strategies, for example, reflection on group
    skills

13
Role of teacher
  • Introduce and explain strategy
  • Instruct students how to use, model use of
    strategy
  • Guide students practice prompt, praise, extend
    use of strategy
  • Diagnose difficulties
  • Monitor progress/assess outcomes
  • Relinquish control

14
Implementation in classroom
  • Use as intensive programme with readers who
    mastered decoding but difficulties with
    comprehension (in class, across classes)
  • Use as part of balanced reading/language
    programme. Teach to all reading groups in class,
    use with each group in blocks (teacher guided
    then independent reading sessions)

15
Implementationcontinued ...
  • Use throughout curriculum when want class (range
    of reading levels) to access same material
  • Variety of organisational possibilities, for
    example.
  • able readers reciprocal teaching rest of class
    shared reading
  • average readers reciprocal teaching able
    readers independent reading less able readers
    shared reading
  • less able readers reciprocal teaching rest
    independent reading

16
Outcomes
  • Overseas and New Zealand research indicates
  • positive effects on reading comprehension,
    written work based on comprehension
  • positive outcomes motivation to read
  • gains in social relationships, co-operative
    skills / co-operative learning
  • development of leadership skills

17
Outcomescontinued ...
  • Better results for extended programmes (for
    example, 20 sessions) students need thorough
    training in strategies and extensive practice of
    procedures

18
Modifications
  • Can be used in peer tutoring
  • Can be used to develop listening comprehension in
    pre-readers, beginning readers
  • Can be combined with co-operative learning
    strategies, for example, group members assigned
    roles of questioner, predictor, clarifier,
    summariser / recorder
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